English for Academic and Professional Purposes

Classroom Instruction Delivery Alignment Map (CIDAM)

Grade: 11/12 Semester:1st / 2nd

Core Subject Title: English for Academic and Professional Purposes No. of Hours/Semester:80 hours
Prerequisites (If needed): N/A
Nature of the subject as a discipline: The development of communication skills in English for academic and professional purposes.
Culminating Performance Standard: The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine and World Literature through an adaptation of a text
into other creative forms using multimedia.
Goal: It aims to provide students with the critical and creative thinking skills necessary in an increasingly complex, interdependent, contemporary world
through critical reading and analysis of literary texts, research, and use of multimedia skills. The learner engages and responds to the challenges of
21stcentury social realities by integrating an informed critical perspective and capacity for discourse in decision-making.

Learning Competencies Highest Enabling Strategy to

Highest Thinking Skill to Assess Use in Developing the Highest
Content K Thinking Skill to Assess
Content Performance Standards
Standards MINIMUM U Enabling
Assessment Technique Teaching
D RBT Level General
WW QA PC Strategy
Strategy

FIRST QUARTER
The learner The learner
 Reading  Differentiates language U Analyzing Checkpoint Communication  Question &
Academic  acquires  produces a detailed used in academic texts from (P. 18) Answer
Texts knowledge abstract of information various disciplines
of gathered from the
 Uses knowledge of text Reasoning &
appropriate various academic texts U Evaluatin Employ (P.
structure to glean the Proof
reading read. g 19)
information he/she needs
strategies Connection
for a better U Employ!
 Uses various techniques in
Applying (P. 26)
understandi summarizing a variety of
ng of academic texts
academic Reasoning &
Employ! 
 States the thesis statement Proof
texts. D (P. 34) Discussion
of an academic text Creating

 Outlines reading texts in U Open-

Reasoning &
By: Ms. Romilyn B. Pioc
English for Academic and Professional Purposes

various disciplines Evaluatin Ended Proof 

g
Communication

 Writing the  understand  Uses appropriate critical

Reaction s the  produces an objective approaches in writing a U
Connections
Paper/ principles assessment of an event, a critique such as formalism,
feminism, etc. Analyzing
Review/ and uses of person, a place or a thing.
Critique a reaction writes a comprehensive
review /reaction paper  Writes an Connections
paper/ U
 critiques designs such as objective/balanced review
review/
or critique of a work of art, Applying
critique industrial design objects
an event or a program
or craft objects, furniture,
fashion designs based on
a set criterion critiques
graphic design
communication materials
such as posters,
billboards, commercials,
digital and other media Checkpoint
 understand  Determines the ways a
 Writing writer can elucidate on a ! (P. 85)
s the  produces a well-balanced
Concept concept paper in a concept by definition,
principles
Paper specific discipline explication and clarification
and uses of
a concept  Compare and contrast
paper various kinds of concept
papers: Home Economics;
Agri. Fishery; I.A; ICT

 Presents a novel concept or D Extra

project with accompanying Challenge
visuals/ graphic aids Creating (P. 91)

Content Content Performance Standards Learning Competencies Highest Thinking Skill to Assess Highest Enabling Strategy to

By: Ms. Romilyn B. Pioc

English for Academic and Professional Purposes

Use in Developing the Highest

K Thinking Skill to Assess
Standards MINIMUM U Enabling
Assessment Technique Teaching
D RBT Level General
WW QA PC Strategy
Strategy

SECOND QUARTER
The learner The learner
 Writing the will be able  Gathers manifestoes and U Analyzing Employ! Communication 
Position to  presents a convincing analyzes the arguments (P. 63)
Paper  understan position paper based on used by the writer/s
ds the properly cited factual
principles  Defends a stand on an issue Employ!
evidence produces an
and uses by presenting reasonable (P. 78)
insightful statement of
of a arguments supported by
principles and reasons for
position
establishing a student properly cited factual
paper The
organization, coming up with evidences
learner
a group exhibit of creative Extra
will be
able to
works, etc.  Writes various kinds of Challenge
position papers (P. 79)

 Writing the  produces a well-written  Determines the objectives Checkpoint

Report  understands report for various and structures of various ! (P. 99)
Survey/ the disciplines kinds of reports
Field Report principles
Laboratory/ and uses of  Designs, tests and revises
Scientific Problem
surveys, survey questionnaires
Technical Solving
experiments
Report  Conducts surveys,
and scientific
observations experiments or observations
Employ!
(P. 127)
 Gathers information from
surveys, experiments, or
observations
Extra 
 Summarizes findings and Challenge
executes the report through (P. 129)
narrative and visual/graphic
forms

By: Ms. Romilyn B. Pioc

English for Academic and Professional Purposes

 Writes various reports D Creating Report

Writing!

Performance Task : The United Nations Children’s Fund (UNICEF) has approved your multimedia proposal to feature an adaptation of a contemporary world literary text. The chosen
text should highlight any of the goals in the 17 Sustainable Development Goals to create workable solutions on today’s global issues. As a production manager, you
and your team are tasked to produce a creative adaptation of your approved chosen literary text. The output will be evaluated by UNICEF representatives based on
the following criteria: content, quality of adaptation (script), creativity/originality, clarity and organization of the artistic performance, and fidelity to the technical
aspects of the medium used (i.e. film, podcast, radio, etc.)

By: Ms. Romilyn B. Pioc